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Literacy: Making the

Second Language

Connection

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ESL/ELD Enrolment in HPEDSB• Ministry Report for Elementary

• 2001-2002: 25• 2002-2003: 36• 2003-2004: 36, plus 10 after Oct. 31• 2004-2005: 50+ (projected)

• Ministry Report • does not include Canadian-born ESL

students• does not include International Student

Program

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ESL/ELD Elementary Student Support in HPEDSB• Withdrawal and Monitoring by 2 part-time

itinerant teachers• 2001-2002: 14 (25 on report)• 2002-2003: 23 (36 on report)• 2003-2004: 46 (36 + 10 after Oct. 31)• 2004-2005: 50+ (projected)

• 17 Elementary Schools with ESL students (3 of these sites also host ISP students)

• 2 additional elementary schools with ISP students

• 20 schools with ESL/ELD programming needs

English As a Second LanguageandEnglish Literacy Development

A Resource Guide

Orientation/Training Materials

Ministry of Education

The Ontario CurriculumGrades 1-8

2001

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Part 1 --- Program Considerations

The three parts of the document are…(p. 1-3)

• Part 1. ESL/ELD Program Considerations• Part 2. Stages of Language Acquisition• Part 3. Adapted Sample Units

The ESL/ELD program at the elementary level is…

(p. 6)

• a support or intervention program for English as a Second Language and English Literacy Development

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An ESL student…

• enters an Ontario school with little or no previous knowledge of English but has received educational experiences in his/her own country.

or• may be Canadian-born but have limited

proficiency in standard Canadian English

(p. 6)

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An ELD student…

• has had limited access to schooling• may come from a country in which

English is not spoken, or • may come from a country in which a

variety of English is in common use; and,

• has not had opportunities to develop age-appropriate literacy skills in his/her first language.

(p. 6 and 7)

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The Four Stages in the Acculturation Process

initial enthusiasm

culture shock

recovery

integration(p. 8)

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For an ESL/ELD student to acquire– social English takes…

• 1-2 years

– academic English takes…• 5-7 years

(p. 11)

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Years to Achieve Native-Like English Proficiency

Adapted from “Teaching to Diversity”, Mary Meyers, 1993; designed by P. Steinhouse, 1997

Optional

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Factors Influencing Second- Language Acquisition• age on arrival• effects of possible

personal trauma• length of time in

Canada• stage of

acculturation • previous educational

experience

• level of first-language literacy

• previous exposure to English

• language(s) spoken in the home

• presence of learning exceptionalities

(p. 7)

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During the Initial Reception Phase…

School staff should: • collect background information about the

student and • take steps to establish open and positive

communication with the home (p. 13)

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• Identify a school reception team.• Provide essential orientation infor

mation.• Establish communication with the

home.

• Collect background information.

Reception and Orientation

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The Role of the Parents

When parents continue to support the development of the first language, the child’s underlying knowledge, conceptual base, and language ability are improved.

(p.20)

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Diagnostic Assessment

• May include:– first-language assessment;– an ESL/ELD assessment; and– a mathematics assessment

• Informally gathered over several weeks

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Report Cards for ESL/ELD Students• ESL/ELD students should be given time to

develop their skills in English before their achievement is assessed by the criteria used for other students.

• In some cases, it may be appropriate to avoid giving a mark in a particular subject, or even in all subjects, on the report card.

• Use the space to make clear that insufficient evidence of achievement is available at that time and write anecdotal comments about the student’s progress.

(p. 23)

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The ESL or ELD Box on the Report Card Checking the ESL or ESD box indicates that

accommodations and/or modifications of curriculum expectations are in place for that student.

When expectations have been modified, the following statement must be included on the report card…• The (grade/mark) for (strand/subject) is based on

achievement of the expectations in the (ESL or ELD) program, which vary from the Grade ___ expectations

(p. 22)

Ministry of Education, Ontario, Guide to the Provincial Report Card, Grades 1-8 (Toronto: Ministry of Education, Ontario, 1998), p. 8

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Report Card Implications

• Expectations modified, accommodations made: ESL or ELD box checked and Rider Statement included, mark on modified expectations

• Expectations NOT modified, accommodations made: ESL or ELD box checked, mark is class mark

• no accommodation made: ESL or ELD box not checked, mark is class mark

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Part 2 --- Stages of Second Language Acquisition for ESL Students• Four Stages• Skill Areas of:

– Listening, – Speaking, – Reading, – Writing, and – Orientation

• Grades 1-3, Grades 4-6, Grades 7-8

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Stages of Second Language Acquisition and Literacy Development for ELD Students

• Four Stages• Skill Areas of:

– Oral Expression and Language Knowledge, – Reading, – Writing, and – Orientation

• Grades 1-3, Grades 4-6, Grades 7-8

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Stages of Second-Language Acquisition

Stage 1: Survival/Beginning EnglishStage 2: English in Familiar and Supported

Contexts Stage 3: English with Some Independence

and Inaccuracies Stage 4: Independent and Accurate

English

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Programming • basis for ESL/ELD program planning• to establish identification of expectations for ESL/ELD learners• guide for development of Ontario Curriculum adaptations• basis for collaboration between ESL/ELD and classroom

teachers

Tracking• map of student progress• basis for observation

Assessment/Evaluation• initial assessment tool• conference/ team resource• evaluation of progress• development of report card comments• reporting to parents• student self-evaluation

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Part 3

Sample Adaptations and Modifications for Selected

Teaching Units

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outlines OC expectations and modified expectations

discusses specific literacy and numeracy needs of ELD students

Expectations

ELD Considerations

how to use descriptors to adapt curriculum

ESL/ELD Descriptors

Contents and/or PurposeSection

An Overview of Part 3

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multifaceted task used to assess unit expectations

identifies basic knowledge and skills needed to perform unit tasks

provide criteria for assessing modified expectations

Culminating Task

Prior Knowledge & Skills

Assessment Rubrics

Contents and/or PurposeSection

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describe diagnostic, formative, and summative assessment strategies for each unit

designed to meet the needs of ESL/ELD students in a particular unit

Assessment & Evaluation Strategies

Teaching Strategies

Contents and/or PurposeSection

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Steps for Program Adaptation

Determine student’s

ESL/ELD stage in each

language strand and

stage in orientation

Adapt program in curriculum areas, where

needed, based on stage of proficiency

Evaluation based on:

– modified expectations, or

– grade expectations

ModificationsAdjustments to

expectations and/or performance criteria

(generally for stages 1 and 2)

AccommodationsStrategies used to help

student meet the expectations (generally

for stages 1 to 4)

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Example 1: Expectations and ESL Modified ExpectationsGrade 5 Science and Technology: Earth and Space Systems – Weather

demonstrate understanding of the difference between climate and weather

demonstrate an understanding of selected key vocabulary related to weather and climate

demonstrate an understanding of the major climatic factors and patterns associated with weather

Modified Expectations for Stage 2 ESLStudents

Modified Expectations for Stage 1 ESLStudents

Science Expectations

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Example 1: Assessment Rubric for ESL Stage 1Grade 5 Science & Technology: Earth & Space Systems - Weather

•independently examines how weather forecasts influence people’s decisions about their homes

•begins to independently examine how weather forecasts influence people’s decisions about their homes

•with some assistance examines how weather forecasts influence people’s decisions about their homes

•with much assistance examines how weather forecasts influence people’s decisions about their homes

•demonstrates understanding of all (or almost all) selected key vocabulary related to weather and climate

•demonstrates understanding of most selected key vocabulary related to weather and climate

•demonstrates some understanding of selected key vocabulary related to weather and climate

•demonstrates minimal understanding of selected key vocabulary related to weather and climate

Knowledge

level 4level 3level 2level 1Category

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Modifying Expectations

• ESL/ELD students may need 5-7 years to understand academic language and express complex and abstract concepts

• adjust the language requirements to suit the students’ age and stage of English language acquisition

• set expectations that are challenging and attainable

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ESL/ELD Students in FSL

• It is expected that ESL/ELD students will participate in the French as a second language (FSL) program along with their grade-level peers. Core French curriculum expectations may need to be modified according to the age, ability and/or background of individual students.

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J’ai le français au coeur…

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The Benefits of Second Language Learning

• Research confirms that knowledge of a second language strengthens first-language skills, and that the ability to speak two or more languages generally enhances problem-solving and reasoning skills, [and] the capacity for creative thinking…(The Ontario Curriculum French as a Second Language: Core French Grades 4 – 8, 1998)

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• …the development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. (Jessner, 1999)

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• …research suggests that bilingualism enhances children’s understanding of how language itself works and their ability to manipulate language in the service of thinking and problem-solving. (Cummins, 1990)

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• Successful language learners transfer their knowledge about language from one language to another. (Simpson Norris International, 2001)

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• Successful language learners often use strategies in an orchestrated fashion. For example, L2 writing, like L1 writing, benefits from learning strategies of planning, self-monitoring, deduction, substitution. (Oxford, 1994)

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Les stratégies d’instruction

pour la lecture

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Les activités pour les stratégies d’instruction de

la lecture• Établir des liens --- une toile des mots• Visualiser --- des notes visualisées• Questionner --- la grande question• Inférer --- une note en deux colonnes• Déterminer l’importance --- le problème

et des solutions • Synthétiser --- un diagramme de

l’histoire

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We have teaching in our hearts…